Alison Stephenson (no date) ‘Unravelling children’s “freedom of choice”’, Early Childhood Folio [Preprint]. Available at: http://go.galegroup.com/ps/i.do?&id=GALE|A265104282&v=2.1&u=vuw&it=r&p=AONE&sw=w.
Arthur, L. et al. (2005) ‘Relationships and interactions in children’s learning. In Programming and planning in early childhood settings’, in Programming and planning in early childhood settings. 3rd ed. Southbank, Vic: Thomson, pp. 257–273.
Arthur, L. et al. (2014) ‘Learning environments. In Programming and planning in early childhood settings’, in Programming and planning in early childhood settings. 6th edn. South Melbourne, Vic: Cengage Learning, pp. 354–398.
Australian Early Childhood Research Association and University of Canberra. Centre for Research in Professional Education (1994) ‘“The child’s questions”: Narrative explorations of infants’ experiences of Te Whaariki.’, Journal of Australian Research in Early Childhood Education [Preprint].
Carol Anne Wien and Susan Kirby-Smith (1998) ‘Untiming the Curriculum: A Case Study of Removing Clocks from the Program’, Young Children, 53(5), pp. 8–13. Available at: https://www.jstor.org/stable/42727539.
Carr, M. (1999) ‘Some thoughts about effective assessment’, Early Education Auckland University of Technology, 21, pp. 11–21. Available at: http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.
Carr, M. (2009) Kei tua o te Pae: Assessing learning that reaches beyond the self and beyond the horizon. Available at: http://www.nzcer.org.nz/system/files/journals/assessment-matters/downloads/AM2009_1_020.pdf.
Carr, M. (2011) ‘Young children reflecting on their learning: teachers’ conversation strategies’, Early Years, 31(3), pp. 257–270. Available at: https://doi.org/10.1080/09575146.2011.613805.
Carr, M. and Lee, W. (2012) ‘Appropriating knowledges and learning dispositions in a range of increasingly complex ways. In Learning stories: Constructing learner identities in early education’, in Learning stories: constructing learner identities in early education. London: SAGE, pp. 111–128.
Chandler, T. and Whalley, M. (2007) ‘Parents and staff as co-educators-Parents means fathers too. In Involving parents in their children’s learning’, in Involving parents in their children’s learning. 2nd edn. London: Paul Chapman, pp. 66–85.
Cheeseman, S. and Robertson, J. (2006) ‘Unsure - Private conversations publicly recorded. In Insights: behind early childhood pedagogical documentation’, in Insights: behind early childhood pedagogical documentation. Baulkham Hills, N.S.W.: Pademelon Press, pp. 191–204.
Claxton *, G. and Carr, M. (2004) ‘A framework for teaching learning: the dynamics of disposition’, Early Years, 24(1), pp. 87–97. Available at: https://doi.org/10.1080/09575140320001790898.
Cooper, M. (2017) ‘Reframing assessment: Reconceptualising relationships and acknowledging emotional labour’, Contemporary Issues in Early Childhood, 18(4), pp. 375–386. Available at: https://doi.org/10.1177/1463949117742784.
Davis, E., Reid, R. and Stover, S. (2013) ‘Play is choice: The playful teacher’, in A. Grey and B. Clark (eds) Ngā Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education. Auckland: Pearson, pp. 61–71.
Drummond, M.J. (2008) ‘Assessment and values; A close and necessary relationship. In Unlocking assessment: understanding for reflection and application’, in Unlocking assessment: understanding for reflection and application. London: Routledge, pp. 3–19. Available at: https://ebookcentral.proquest.com/lib/vuw/detail.action?docID=332077.
Early childhood education centres’ lax regulation must change, experts say - The Listener (no date). Available at: https://www.noted.co.nz/currently/education/early-childhood-education-centres-lax-regulation-must-change-experts-say/.
Gibbons, A. (2007) ‘The Politics of Processes and Products in Education: An early childhood metanarrative crisis?’, Educational Philosophy and Theory, 39(3), pp. 300–311. Available at: https://doi.org/10.1111/j.1469-5812.2007.00323.x.
Grey, A. and Clark, B. (eds) (2013) Ngā Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education. Auckland: Pearson, pp. 86–95.
Hargraves, V. (2014) ‘Children’s theorising about their world: Exploring the practitioner’s role.’, Australasian Journal of Early Childhood, 39(1), pp. 30–37. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=95525104&site=ehost-live.
Hedges, H. (no date) ‘’Even when we’re big we’ll still be friends: Working theories in children’s learning.’, (12), pp. 2–6. Available at: http://www.nzcer.org.nz/system/files/journals/early-childhood-folio/downloads/ECFolio_12_2008_002.pdf.
Hedges, H., Cullen, J. and Jordan, B. (2011) ‘Early years curriculum: funds of knowledge as a conceptual framework for children’s interests’, Journal of Curriculum Studies, 43(2), pp. 185–205. Available at: https://doi.org/10.1080/00220272.2010.511275.
Jenny Ritchie (no date) ‘Being "sociocultural” in early childhood education practice in Aotearoa’, (Early Childhood Folio Vol 14 no.2 (2010)). Available at: http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/being-sociocultural%E2%80%9D-early-childhood-education-practice-ao.
Karlsdóttir, K. and Garðarsdóttir, B. (2010) ‘Exploring children’s learning stories as an assessment method for research and practice’, Early Years, 30(3), pp. 255–266. Available at: https://doi.org/10.1080/09575146.2010.506431.
Lesley Rameka (no date) ‘He Huarahi Aromatawai— Assessment Journeys’, (Early Childhood Folio vol. 18 no. 1 (2014)). Available at: http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/he-huarahi-aromatawai-assessment-journeys.
Mead, S.M. (2003) ‘Te tau o te tangata: The tapu of the person. In Tikanga Māori: living by Māori values’, in Tikanga Māori: living by Māori values. Wellington, N.Z.: Huia, pp. 35–63. Available at: https://ebookcentral.proquest.com/lib/vuw/reader.action?docID=4783665&ppg=36.
Meade, A. (2012) ‘Centre-parent communication about children’s learning’, (2), pp. 38–43. Available at: http://www.nzcer.org.nz/system/files/ECFolio_16_2_2012_038.pdf.
Ministry of Education (2004) Sociocultural assessment He aromatawai ahurea pāpori. Kei tua o te pae Assessment for learning: Early childhood exemplars: Book 2. Available at: http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet2Full.pdf.
Ministry of Education (2007) An Introduction to Books 11-15: Kei Tua o te Pae: Assessment for Learning: Early Childhood Exemplars: Book 10. Available at: http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet10Full.pdf.
Ministry of Education (2009a) An Introduction to Books 17-20: Kei Tua o te Pae: Assessment for Learning: Early Childhood Exemplars: Book 16. Available at: http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBk16Full.pdf.
Ministry of Education (2009b) Te whatu pōkeka: Kaupapa Māori assessment for learning: Early childhood exemplars. Available at: http://www.education.govt.nz/assets/Documents/Early-Childhood/TeWhatuPokeka.pdf.
Ministry of Education (no date) An introduction to Kei tua o te pae: Assessment for learning: Early childhood exemplars: Book 1. Available at: http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet1Full.pdf.
Nuttall, J. (2002) ‘Negotiating the meaning of curriculum: Can we awaken the sleeping beauty?’, Early Education Auckland University of Technology, 28, pp. 5–9. Available at: http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.
Nuttall, J. (2003) ‘Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum: Some examples from a New Zealand childcare centre’, International Journal of Early Years Education, 11(1), pp. 23–31. Available at: https://doi.org/10.1080/0966976032000066064.
Nuttall, J. (2005) ‘Educators and children learning together: Reflections on the early childhood assessment exemplars. Early Education Auckland University of Technology’, Early Education Auckland University of Technology, 38, pp. 63–71. Available at: http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.
Patricia Tarr (2004) ‘Consider the Walls’, YC Young Children, 59(3), pp. 88–92. Available at: https://www.jstor.org/stable/42729109.
Peters, S. and Davis, K. (2011) ‘Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand’, Early Years, 31(1), pp. 5–17. Available at: https://doi.org/10.1080/09575146.2010.549107.
Rameka, L.K. (2011) ‘Being Māori: culturally relevant assessment in early childhood education’, Early Years, 31(3), pp. 245–256. Available at: https://doi.org/10.1080/09575146.2011.614222.
Remsperger-Kehm, R. (2017) ‘Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings’, in A.C. Gunn and C.A. Hruska (eds) Interactions in Early Childhood Education. Singapore: Springer Singapore, pp. 19–36. Available at: https://doi.org/10.1007/978-981-10-4879-1_3.
Rogoff, B. (2003) ‘Development as transformation of particpation in cultural activities. In Cultural Nature of Human Development’, in Cultural Nature of Human Development. Oxford University Press (US). Available at: http://site.ebrary.com/lib/vuw/reader.action?docID=10084747&ppg=52.
Rogoff, Barbara (no date) ‘Learning by Observing and Pitching In to Family and Community Endeavors: An Orientation’, Human Development, 57(2), pp. 69–81. Available at: http://search.proquest.com/docview/1544396181?OpenUrlRefId=info:xri/sid:primo&accountid=14782.
‘Te Whāriki:He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum’ (no date). Available at: https://education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum.pdf.
